Navigating academic path: A phenomenological exploration for the lived experiences of first-generation nursing students in Western Cape Province, South Africa

Background: First-generation nursing students in the Western Cape often come from socioeconomically disadvantaged backgrounds, with parents who have little or no formal education. Despite increased access to higher education, enduring inequalities and financial constraints continue to shape their academic and personal experiences. Aim: This study aimed to explore and describe the academic and interpersonal experiences of first-generation nursing students enrolled at selected nursing education institutions in the Western Cape. Setting: Three sub-campuses of the Western Cape College of Nursing. Methods: A qualitative descriptive phenomenological design was used. Sixteen first-generation nursing students enrolled in a Diploma in Nursing programme were purposively sampled. The study was guided by Resilience theory. Data were collected through face-to-face interviews, audio-recorded, transcribed verbatim and analysed using a phenomenological approach. Results: Four themes emerged: (1) balancing academic demands and financial pressures; (2) unspoken lessons: navigating growth through silent struggles; (3) empowered pathways: from aspiration to impact through silent struggles; and (4) bridging the gap: navigating academic, cultural and socioeconomic challenges. Despite these challenges, participants demonstrated resilience through personal motivation, peer support and goal-directed behaviour. Conclusion: The study highlights that first-generation nursing students face interconnected academic, linguistic and socioeconomic challenges, yet demonstrate strong resilience and determination. The findings emphasise the need for institutional support to enhance equity, inclusion and student success. Contribution: The findings inform inclusive nursing education by acknowledging the participants’ experiences to enhance resource access, support academic excellence and promote student-centred learning environments.